The appeal of the real: an architectural studio's engagement with people and place

Purpose – Studio is the centre of architectural education but has been criticized for reinforcing problematic hierarchies and power structures in the academy, hence reinforcing similar challenges in the profession of architecture. This paper studies an innovative graduate architectural studio framed from a critical pedagogy perspective which aimed to shift specific studio norms about work and processes of social relations concerning collaboration, co-design, the value of time and evaluation systems. Design/methodology/approach – Reflections from student studio participants were collected through semi-structured interviews two years after the completion of the studio. The collected reflections were qualitatively analysed to uncover which non-normative elements of the studio were most salient to the first years of professional practice. Findings – Upon reflection, participants revealed the fact that uniquely deep collaboration, the experience with a “real” project entailing physical construction and a stakeholder/client, respect for work–life balance and fairness of evaluation structures were of greatest value to them from their perspective as practitioners. Originality/value – This paper sheds light on the specific value to practicing architects of student experiences in innovative studios which present non-normative modes of practice. This builds toward a greater understanding of how innovative architectural pedagogies may also lead to a shift in norms of practice.